ED 270 306

AUTHORTITLE

DOCUMENT RESUME

SE 046 603

Quinlan, Susan E.Alaska Wildlife Week, Primary Tea cher's Guide. Unit4. We All Need Each Other--The Web of Life. April20-26, 1986.

INSTITUTION Alaska Dept. of Fish and Game, Juneau.

PUB DATE 86

NOTE- 52p.; For other teacher's guides in this series, see SE 046 604-605.Colored chart may not reproduce well.

PUB TYPE: Guides - Classroom Use Gildei For Teachers) (052)

-EDRS-TRICE MF01/PC03 Plus Postage.DESCRIPTORS *Ecology; Elementary Education; *Elementary School

Science; *Environmental Education; InterdisciplinaryApproadh; Learning Activities; Natural Resources;Physical EnvironMent; *Science Activities; ScienceEducation; *Science Instruction; *Units of Study;*Wildlife

IDENTIFIERS *Aliike

-413#04.7--The ecological theme Of "We all need each other--the

We* serves as the f0cUs of_Alaskals fOUrth annual wildlifelieekiayd,at the elphasis-for the activities in this guide for primaryinachert. The. packet of-materials contain: (1) an introductionleXPlaining-the-theme)4 (2) table of contents (indicating eachletfOn'f-,Objectita andloCation of background- sheets, studentworksheets and activities,_ and curriculum integratiOn ideas); (3)lift Of.WorksheetsAproviding titles, summaries, and page numbers forthe-1.1. idtiWities); (4) worksheet solutiOnt (litting answers and/orexPlapitiOnt_for each of the exercises) -; (5) glossary (offering anillustrated dictionary of selected ecological terms); (6) lessons(contain:pig objectives, background information, vocabulary list,-act iWitiaiv, and curriculym integration suggestions); (7)ClasfilitatiOn guide (explaining the five kingdoms of living things);(8) Alaskan food chain and food web examples (citing specificrelationthips common to four ecosystems); and (9) a reference list.(ML)

************************************************************************ Reproductions supplied by EDRS are the best that can be made ** from the original document. ************************************************************************

Published by:

Nongame Wildlife ProgramGame DivisionAlaska Department of Fish and Game

Written and illustrated by:

Susan E. QuinlanNongame Wildlife ProgramGame DivisionAlaska Dept. of Fish and Game

Copyright

1986 Alaska Dept. of Fish and Game

Special thanks to the following individuals who took time to provide ideas, suggestions, andcritical review of draft materials.

Terri Bonygne,Teacher, FairbanksMarla Browne, Teacher, HainesDick Bishop, ADF&GJohn Burns, ADF&GPeggy Cowan, Dept. of EducationLinda Frame, Teacher, PalmerAnne Fuller, Teacher, JuneauCathie Harms, ADF&GGrace Anne Heacock, Teacher, Fairbanks

Jeff Hughes, ADF&GBarbara Johnson, Nat. Audubon SocietyLori Kontsky, Teacher, WasillaJackie Martin, Teacher, FairbanksPhilip Martin, Univ. of AlaskaMarilyn Sigman, ADF&GSidney Stevens, Univ. of AlaskaNancy Tankersley, ADF&GJohn Wright, ADF&G

3

Alaska Wildlife Week 1986Introduction

This is the fourth annual Alaska Wildlife Week . This annual celebration of the importance and valueof wildlife to Alaskans is a time for learning about wildlife and conservation. In recognition of thisevent, the Alaska Department of Fish and Game, Nongame Wildlife Program annually prepares a newset of educational materials for teachers throughout the state. We began developing the packets inresponse to teacher requests for Alaska-specific information on wildlife and conservation. Originallypatterned after the National Wildlife Week sponsored by the National Wildlife Federation, AlaskaWildlife Week has continually evolved in response to teacher's needs, requests, and evaluations.We hope that these 086 materials are the best yet.

Separate Primary, Upper Elementary, and+ Junior/Senior High School Teacher's Guides wereprepared this year to make the materials easier for you to use during Alaska Wildlife Week, andthroughout future years. Be sure you have the appropriate Teachers Guide. Also included aremore posters, many easy to duplicate worksheets, and a wide variety of activities for use with yourregular curriculums. This year's packet is organized so that each lesson builds on the previous ones.The activities are intentionally varied to meet the differing needs of teachers and studentsthroughout Alaska. Feel free to pick and choose among the materials based on your particularsituation and your students. Adapt and modify activities or worksheets if you desire. The importantthing is to get the concepts across.

As always, we would like to encourage you to integrate Alaska Wildlife Week with other conservationeducation materials Project WILD, Alaska Sea/River Week, CLASS Project, and National WildlifeWeek all offer additional ideas, approaches, and perspectives on wildlife and the natural world.

The Alaska Wildlife Week 086 theme is 'We all need each other --the web of life." The unit is onecologythe study of the inter-relationships among living things and their non-living surroundings.Ec.v.logy is a synthesis of many sciences and has application in all human endeavors. In learning tounderstand ecology, students will be challenged to think, question, observe, and reflect aboutwildlifea topic in which most students are inately interested. The study of ecology can leadstudents to an interest and appreciation for all the natural sciences--biology, chemistry, and physics.Further, ecology is a science that is critical not only for wildlife conservation, but also for thefuture of humans.

Never-the-less, ecology has been called "an elaboration of the obvious". Don't allow yourself to befrightened off by an occasional scientific-sounding word. Ecology is probably the easiest science tounderstand, and certainly one of the most fascinating. At some level, most people know the basicconcepts of ecology without really being aware of it. Oddly, however, gaining an awareness ofthese intuitively obvious concepts is like putting on a pair of glasses that allow you to see the worldas though for the first time.

Please use this packet and help your students put on a pair of "ecology glasses" Uri will let themsee the world around them with new eyes.

P.S. Keep your notes, hang on to your packets, and incorporate your favorite lessons and activitiesinto your curriculum. The Alaska Wildlife Week theme changes every year, but the information andmaterials in each years packets continue to be relevant. In addition, the themes all center aroundwildlife and are interlocking. If you have saved materials from past years, you'll find many of themrelevant to this year's Alaska Wildlife Week theme.

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ALASKA WILDLIFE WEEK.

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PRIMARY TEACHERS GUIDE

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INTRODUCTIONTable of ContentsList of, WorksheetsWorksheet SolutionsGLOSSARY

LESSON / OBJECTIVE

1. Students will be able todifferentiate living and non-livingthings and will recognize that anecosystem includes both.

2. Students will recognize that allliving things get minerals andenergy from their foods, anddifferent kinds of living things eatdifferent things.

3. Students will be able to explainthat plants and algae get theenergy and minerals they need fromthe non-living environment.

4. Students will recognize thatenergy and minerals from thenon-living environment are passedbetween living things through foodchains and webs.

5. Students will be recognize thatliving things are interdependent.

6. Students will recognize that inorder to conserve any kind ofwildlife, we must conserve all thenon-living and living things in theecosystem to which it belongs.

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IDEAS FORTEACHER INTRODUCTORY STUDENT CURRICULUMBACKGROUND ACTIVITY WORKSHEET INTEGRATION

12713

16

26

31

39

45-46

A Gukle to the 5 Kingdoms of Living Things 47Alaskan Food Chain and Food Web Examples 48Suggested References back cover

1 N.NO# WORKSHEET TITLE AND USE PAGE

1 SECRET SCIENCE WORDS 10Students use a key to match number codes to lettersthen spell out the names of living and non-living thingsfound in ecosystems.

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LIVING THINGS WORKSHEETStudents differentiate living and non-living things, thendo simple math problems to find out if they identifiedeach pictured Item correctly.

CONSUMER WORKSHEETUsed in introductory lesson. Students draw a pictureof a consumer and list the foods it eats, then classifyit. Completed worksheet later used in Lesson 4 food

chain and food web activity.

4 NAME THAT CONSUMERStudents classify pictured living things according towhat they eat, then solve math problems to spell outvocabulary words (herbivore, carnivore, detritivore,

omnivore).

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6

7

PRODUCER WORKSHEETUsed in introductory lesson 3; format similar toWorksheet 3, but students draw a picture of a producer(plant or algae), and fill in the vocabulary wordphotosynthesis. Completed worksheets used inLesson 4 on food chains and webs.

CONSUMERS NEED HELPStudents demonstrate understanding of the value ofproducers by drawing in plants and algae to providefood and oxygen to animals.

FOOD CHAIN WORKSHEETStudents cut out pictures of living things and order thepictures to make food chains.

8 ECOSYSTEM MAZEStudents trace the path of minerals and energythrough a maze of producers, herbivores,consumers, and detritivores.

9ECOSYSTEM PARTNERS

Students connect the dots and draw pictures to showliving things that help each other.

10 WHO NEEDS WHOStudents demonstrate an understanding ofecosystem concepts by circling the living andnon-living thiqs that are important to specific livingthings. (They should Circle all items.)

11 ECOSYSTEMS AND PEOPLEStudents demonstrate an understanding that all humanactivities affect ecosystems.

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23

24

29

30

38

43

44

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3

4

1. SECRET SCIENCE WORDS--Top row: air, sunlight, water, dirt; Second Row: plants, animals;Third Row: algae, fungi; Fourth Row: microscopic organisms; Last Word ecosystem.

2. LIVING THINGS WORKSHEET--Top Row--4-non-living (NL); 3-living (L); 0 -I; Second Row--5 -L;6-NL; 1-NL; Third Row--10-L; 7-L; 2-L; Fourth Row--5-L; 9-NL; 7-L.

3. CONSUMER WORKSHEET--Student should draw in a picture of a consumer, and write in what iieats. (You can tell them what to draw and write down using information on page 48.)

4. NAME THAT CONSUMER--Top to bottom: herbivore, carnivore, detritivore, omnivore.

5. PRODUCER WORKSHEET--Students fill in a picture of a plant or algae and the wordphotosynthesis.

6. CONSUMERS NEED HELP--Students should draw in pictures of plants and/cr algae.

7. FOOD CHAIN WORKSHEET--The four food chains all begin with sunlight and minerals cards.They are then as follows: kelp--snail--sea star--sea cucumber; dwarf dogwood--pinegrosbeak--merlinmushroom; algae--mosquito larvae--phalarope--bacteria; alpine sunflower--Dallsheep--wolf--springtail.

8. ECOSYSTEM MAZE--The line should pass through the Producer square first, then herbivores tocarnivores to detritivores, then back to the bottom.

9. ECOSYSTEM PARTNERS--Top left--connect dots to show a woodpecker; top right--studentshould draw in a butterfly, bee, hummingbird, or other insect; bottom left--any plant with berries; dotsconnect to form a brown bear.

10. WHO NEEDS WHO--Students should circle all the living things in each row. (Chickadee--Thewoodpecker digs holes for chickadee to nest in and depends on fungi to soften wood, (also torecycle minerals), all these need the tree for oxygen, chickadees and woodpeckers eat insects.Wolf--needs plants to produce oxygen and food for its prey, Da II sheep and other hoofed mammals,plants need insects to pollinate them and fungi and bacteria to recycle minerals. Weasel--eats voles,which eat berry-producing plants. The plants also produce oxygen. The plants need the fungi inorder to take up nutrients. Harbor Seal--eats fish, which eat zooplankton, which eat algae.)

11. ECOSYSTEMS AND PEOPLE--Students should color in all the activities.

5

My Ecosystem Dictionary

algae a kind of living thing. Most algae live in wet places or in the water.Some just float around, while others grow on rocks. Some algae aretoo small to see. Some, called kelp or seaweed, are easy to see.Some algae look a little like plants, but they do not have roots or -4,%7

leaves. Algae can be green, yellow, brown, or red. /..---...,-,,..... :5 14 r, .;

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animals one of the fiveare big enoughand get food

great groups of living things.to see easily. Most animals

by eating other living things.

:........

All animalsmove around a lot,

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...4 _

.

bacteria a kind of microscopic living thing; many are important detritivores o95carbon dioxide a gas that most living things give off (breathe out). Plants and algae

also breathe it in.

carnivore a living thing that eats livinganimals or other consumers

consumer a living thing that gets food by eating other living things

detritivore a living thing that eats deadthings and waste materials;sometimes they are called decomposers.

ecosystem the non-living surroundings plus all the living things in an area

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01;)------S.'?non-living

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living things

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surroundings an ecosystem

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energy the force that makes things move

food energy and minerals in a form living things can use

food chain the path of energy and minerals from the non-living surroundingsto producers through consumers

I'

4food web all the different food chains of an ecosystem

fungi one of the great groups of living things. Most fungi do r movearound but live their lives in one place. Most eat dead things andwaste materials. Many fungi are white, but some are brown, green,red, yellow, or black.

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herbivore a living thing that eats producers(such as plants or algae)

interdependent needing each other

living thing something that is able to move, grow, and make new things like itself

microscopic too tiny to see, uniess you use a microscope

minerals the substances that make up living and non-living things

monerans one of the five great groups of living things; includes only microscopicthings like bacteria and blue-green algae

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non-livingsurroundings the rocks, water, air, soil, and energy around us (--'---->

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ikkh..----_-_,.:::.1-; 4- , _. -., .::.--,..-.....-.,_.::,d.L.:.-..: - -----e---__ -' /

omnivore a living thing that eats bothproducers and consumers

organism a living thing

oxygen a gas that most living things breathe inand need in order to live

photosynthesis the way that plants and algae change sunlight, water, and carbondioxide are changed into food

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8

pollination

one of the 5 great groups of living things; includes all the living thingsthat have leaves, roots, and stems. Nearly all plants are green and livetheir lives without moving from place to place. All plants are producers.

carrying pollen (small yellow grains)from one flower to another; neededby many plants in order to make seeds.

producer any living thing that makes its own food; plants andalgae are both producers

protists one of the 5 great groups of living things. This group includes somemicroscopic living things called protozoans, and algae, seaweeds,and slime moldo.

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5

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Students will recognize that ecosystems are made up ofnon-living and living things, and be able to differentiateand give examples of each of these.

Background. All ecosystems include the non-living surroundings and living things. The non-livingsurroundings include air, water, rocks, soil, and sunlight (and energy in other forms, such as heal. Bcth livingand non-living things are made up of the same things--elements and energy. Living things are differentiatedfrom non-flying things by their abilities to move, grow, and reproduce themselves. The two most familiar groupsof living things include plants and animals. These were once considered the only groups of living organisms,but many living things did not really fit into either of these groups. So, today, scientists classify living things into5 different groups, or kingdoms. The 5 "great groups" of living things (listed on page 47 and shown on the"Living Things" poster) are easy to learn. As a teacher, you may want to become familiar with them. Primarystudents need not learn the groups, but they should learn to recognize a few organisms from each group as

\Inds of living things.

1

Vocabulary: air, algae, animals, bacteria, ecosystem, energy, fungi, living, microscopic, non-living, plants, soil,rocks, water.

Introductory Activity.

Objectives:1. Students will practice listening, memory,

visualizatitm, and classification skills.2. Students will be able to identify the living and

non-living components of an ecosystem.

Materials:

Alaska Wildlife Weak posters, photos of severalnatural areas

Procedure:

1. Most students spend a lot of time outdoors andmay already be familiar with a variety of living andnon-living things. This excercise will help them tothink of the non-living and living things they arealready familiar with and encourage them to look foradditional kinds. Ask students to close their eyes,listen carefully, and imagine they are on a walkthrough a nearby natural area. Explain that you willread a few lines to get them thinking, but then theywill continue their walks by using their imaginations.Read the following passage aloud to the class.

What a beautiful day for a walk through anecosystem. Tt-e sky is filled with big fluffy clouds.Still, the sun is shining through one big patch ofblue. The sunshine feels warm on my coat, but theair is still a little chilly. Most of the winter snow hasmelted. The ground is wet and muddy. Perhaps Iwill be able to find some animal tracks. Highoverhead, a flock of geese honk wildly. They areheading north with the spring. I have the whole dayto explore this ecosystem. I wonder what I will find....

-nco0 2. Wait a few minutes. Ask students to name some

of the things they saw on their "walk." List each

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realistic item on the board. If students listenedcarefully, the list should include sunshine, clouds,water, snow, and geese. They may have visualizedplants, animals, people, or other items. Prompt themto think of as many things as they can. Use a few ofthe items as examples of living and non-living things.Help students to figure out the differences betweenthese.

YR.

3. Ask students if they remember the name of theplace they are "walking" through., Do any studentsremember the word, "ecosystem"? Explain thatanywhere they go on earth they will be in anecosystem. Ecosystem is a word that describes allthe living and non-living things that occur in an area.Use the Alaska Wildlife Week photo poster and tneNon-living Surroundings, and Living Things postersto review with students the wide variety of livingthings that occur in ecosystems. How many of theorganisms shown did students visueze on theirecosystem walk? Point out some of the organismsthey didn't think of. Add to the list on the board anyof these that students have seen, or think mayoccur in the ecosystem around your school. Thenask students to hold thumbs up for living things, andthumbs down for non-living things while you reviewthe list of non-living and living thingson theblackboard.

4. Have students look at the Ecosystems posterand/or photos of several natural areas and find thesimilarities in the areas. What do all the ecosystemsinclude? (Non-living things and living things). If at allpossible, go outside (even if just in the school yard)and have students identify living and non-livingthings around them. Follow-up with other activities,and the Secret Science Words and Living ThingsWorksheets.

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SECRETSCIENCEWORDS

NamePrimary

41)

1,10 3,10 2,9 6,8 3,8 1,8 2,8 2,10

5,10 1,7 2,10 1,12 6,9 ,7 3,8 6,9 2,10

1,9 3,8 3,7 6,9 3,9 1,10 3,7 3,9 4,9 3,8 5,11

3,9 6,9 1,8 1,7 2,9 3,8 1,10 1,9 Oo

Break the secret code by matching the numbersto letters using the Code Breaker Key shown onthe left. If the code says, 4, 9---- find the letter byfinding where column 3 and row 7 meet---Did you

o find the letter p? Can you find 2, 11? If you foundthe letter z, you can to break the code! Find thesecret words for all the living and non-living things

that all together, make up an:

1,12 3,7 3,9 1,10 1,11 1,10 2,10 5,7 1,9

13

12 e f g h i j

11 y z a b c d

10 s t u v w x

9 mn,op q r

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7 a b c d e f

1 2 3 4 5 60

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Name Primary

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Circle the non-living things and color in the living things. Then solve themath problems and use the code below to check your answers.

If the answer equals 1, 4, 6, or 9, the picture shows a non-living thing.If the answer is 0, 2, 3, 5, 7, or 10 the picture shows a kind of living thing.

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LANGUAGE ARTS ART1,1,X,WWP-Mi... SM:SSO.,

Objectives: Students will practice classifying andwill become more familiar with the non-living andliving things that make up ecosystems.

Materials: Old magazines and/or books with photosof nature or wildlife; index cards (3x5 or 5x7); orxerox copies of the drawings on the poster.

Procedure: (This step may be done in class, ashomework, or as preparation by the teacher) Havestudents go through the resource materials lookingfor photos of living and non-living things. Askstudents to cut out pictures (or use the photos asreferences to draw pictures) of living and non-livingthings that occur in ecosystems. Have studentsdraw (or paste) their pictures on to separate indexcards. Have each student make 5 cards, with eachcard showing just one living or non-living thing. Ifdesirable and feasible, have students write thename of the pictured item on the card.

Shuffle all the cards together. Divide the class intogroups, then pass the cards out to the groups. (Or,have students play individually). Explain that theobject of the game they are going to play is to getrid of all their cards. They do that by correctlyclassifying the item pictured. You will call out acategory, living or non-living (or plants, animals,fungi, etc.). If a group has a card that fits thecategory, they should hold it up. If theirclassification is correct, they may discard the card toa central pile. If their classification is wrong, theyhave to draw another card from the pile and theycan't discard. Allow the groups time to come to ajoint decision about which card to hold up. Firstgroup to get rid of all their cards wins.

LANGUAGE ARTS

'.ioSOCIAL STUDIES

Objectives: Students will team about world geographythe variety of environments found around the world, andthe similarities in these areas.

Procedure: Identify the locations where the photos weretaken on a world map or globe. Then have students lookcarefully at all the photos. What do the photos have incommon (air, water, soil, sun, plants, animals, etc.)?Students should eventually realize that the same kinds ofliving and non-living things are found all over the world.Have them guess whether or not they might find othersimilarities if they visited the areas. Would they all haveinsects? Microscopic living things? Fungi?(Representatives of all 5 kingdoms of living things arefound in nearly all habitable environments on earth)

Objectives: Students will practice non-verbal communication shills and become more familiar with the living andnon-living things that occur in ecosystems by pantomiming things that occur in ecosystems.

Materials: drawings, photos, or names of living and non-living things on index cards, Living Things worksheet (optional)

Procedure: Review the differences between living and non-living things-- the ability to move, respond to environment,grow, and reproduce. Place drawings, photos, or names (If desired, xerox, cut-up and use the Living ThingsWorksheet) of various living and non-living things in ajar. Divide the class into groups. Have each group draw an itemfrom the jar. Allow the group to decide how to pantomime the selected item. Then have the groups take turnspantomiming their item. The other groups get one guess each on whether they are pantomiming a living or non-livingthing. Each group should either write down their guess, or tell it to the teacher. Each group that guesses living ornon-living erectly gets 1 point, and the group that was acting gets 1 point for each group that correctlyanswered-indicating they were good actor. You may choose to award bonus points to both the actors and guessinggroup, if any can identify the pantomimed item more specifically (i.e. animal, plant, fungi, microscopic organism,seaweed, or other categories). Play one or more rounds. Winners are the group with the most points.

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N-ks\SCIENCE ART

Objectives: Students will become more aware of thevariety of living and non-living things in the world aroundthem by visiting a nearby area , making and recordingobservations.

Materials: Warm clothes for being outside, plain paper,pencils or crayons. Small jars for collecting water.Optionalbinoculars, hand lenses for studentssomemay be able to bring these from home.

Procedure": Have each student make up a notebookof 5 sheets of paper. They should label the papers asfollows: 1) The Non-living surroundings; 2) The Plants;3)The Animals; 4) Other Living Things; and 5) TheEcosystem."' Students should bring these notebooks(with a dipboard or book fora hard surface to write onand pencils or crayons) with them to the field. Beforegoing out in the field, use the Alaska Wildlife Weekposters to review the variety of non-living and livingthings found in ecosystems. Discuss what kinds ofthings they might see and where each would berecorded in their books. You may want to take theposters with you into the field to remind students whatthey are looking for.

This excercise will focus student attention on each ofthe various kinds of things found in ecosystems. Bysearching and recording each kind separately, they willform search images and notice things that they mightother wise overlook. When you reach the field trip site,have students spread out, within easy hearing range,then sit down facing away from each other (i.e. lookingat the ecosystemriot at you or each other.) Have themturn to page 1 of their notebooks, then look at theecosystem around them. and draw a picture of the areathat includes only the non-living things. Coach them tonotice the air, water, soil, sunlight, rocks, etc. Allow afew minutes for them to sketch.

Then, have them turn to the next page, and draw justthe plants. Encourage students to draw all the differentplantsnot just the most obvious ones. Look for thosefar away, close at hand, very large, small, etc. Ask themto look for flowers. Plants with round leaves, longnarrow leaved plants, ferns, mosses, and others. Bysearching for plants that fit a variety of descriptions theyare likely to notice ones they would have overlooked.Allow time for observation and drawing.

Repeat for animals. After they have looked closely nearat hand, have them explore a set area to see if they canfind other animal sign. Have them draw in any animalsthey see, hear, or of which they find sign. Then ask

them to look for specific kinds of animals -- insects?birds? mammals? other kinds (snails, worms, spiders,frogs)? Can students see any animalsigndroppings, browse marks, tracks? (Ifnecessary, ycu can resort to having them drawanimals that might live therebut they should be ableto at least find insects).

Have students sit down again and look for otherkinds of living things, such as a'gae, seaweeds,mushrooms, lichens, shelf fungi, or slime molds.Hav3 students collect samples C pond or puddlewater to take back to class, so they can look formicroscopic living things, too. (In the classroom, put atiny bit of the water on a slide, cover it with acoverslip, then put it under low power on themicroscope, then focus and find some organisms forstudents. Let students look . Ask each one todescribe what they see, whether it is moving , andthen add a drawing of the microscopic creatures totheir books. To complete their Ecosystem book,have students draw a picture of the ecosystem theyvisited. Their other pages could be used as notes onwhat to include in their ecosystem picture.

Possible Evaluation: Evaluate the ecosystemdrawings to see if students recognize that a pictureof an ecosystem must include the non-livingsurroundings and a variety of living things.

"Procedure Modification: For Kindergarten and firstgrade children, you may want to have several parentsor aides along , divide into small groups, and haveeach group put together one notebook. Or, assigneach group make just one page for a dassnotebookif you do this, have each group point outthe things they found to the other groups beforeleaving the site. Alternatively, you could do theactivity orallygo through each group, and haveeach student try to see something in thatcategory - -then call on individual students to showwhat they found to the rest of the class. You couldbring a large tablet of paper (11x17 or larger) andsketch the items quickly yourself. Or, after reviewingthe various groups of things orally, divide the classinto small groups and have each group make adrawing of one of the categories--or an ecosystemdrawing that includes things from each category.

***Older students could use 7 sheets--divide the 4thone (Other Living Things) into a) The Fungi, b) TheAlgae and Seaweeds, and c) The Microscopic LivingThings--Monerans and Other Protists.)

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\\ .., \ \ \ \47s:g. ,liWIr-.' \''kr \\is'<,..\., s.",., : \\ \ - \ \ \ \\', kA,,Students will recognize that all living things need mineralsand energy and get these from their foods, and thatdifferent kinds of living things eat different foods.

Primary

Background. All living things need minerals and energy in order to live. Living things need minerals- -theseare the substances that make up all living things. Our cells, blood, bones, muscles and fat are all made up ofvarious minerals. In order to move, grow, sense the environment and reproduce , all living things also needenergy. (For exami,le, humans need energy to move our limbs, to power our heart and lungs, and on amolecular level, to re-arrange and re-combine mineral molecules.) Most living things get the energy andminerals they need by consuming (or eating) food. All living things that get energy and minerals by consuming,are called consumers. Different kinds of living things eat different foods.

Some living things, called herbivores, eat mainly plants or algae. Dall sheep, singing voles, butterflies,mosquito larvaeare all herbivores. Consumers that get energy and minerals by eating plant-eating (oralgae-eating) consumers (herbivores) are called carnivores, which means flesh-eaters. Phalaropes, weasels,and seals are examples of carnivores.

Detritivores, (sometimes called decomposers) are organisms that get energy and minerals by eating wastematerials and dead organisms. Fungi, slime molds, many insects, and many microscopic organisms (such asbacteria) are detritivores. Bald eagles, crabs, ravens, and other large animals that scavenge dead animals arealso detritivores. Some organisms eat a wide variety of foods and are called omnivores. All these living thingsget their energy and minerals by eating other living things (or their wastes).

Vocabulary: carnivore, consumer, detritivore (or decomposer), energy, herbivore, mineral, omnivore

Introductory Activity.

Objectives:

Students will be able to explain that all living thingsget the minerals and energy they need to live fromtheir foods and will be able to categorize living thingsaccording to what they eat.

Materials:Bulletin board; Headings for the board that read"Eats plants or algae," "Eats living things that eatplants or algae" "Eats dead things or wastematerials." and "Eats a variety of things." If desired,add the vocabulary words: herbivore, carnivore,detritivore, and omnivore to these headings. Awind-up toy, pins, copies of the ConsumerWorksheet for each student, crayons and pencils.

Procedure:

1. Ask students what they need in order to live. Ifthey can't think of anything, tell them that lunch anddinner are cancelled today. Do students thenrecognize that they need to eat in order to live?Discuss what humans get from our foods. Explainthat we get two things: minerals, and energy.

Explain that we need minerals inorder to build ourbones and muscles. We need energy in order tomove aroundjump, p!ay games, write, breathe, or doanything. You can demonstrate minerals and energyby showing the difference between a wind-up toybefore (minerals only) and after you add wind it up(added energy)--when it is both minerals and energy.

2. Remind students cf the ecosystem they visitedand all the living things they found out there. Discusswhat all those living things do in the ecosystem--theymove around, grow, and raise young. Ask studentswhether they think those other living things needfood. Reiterate that all living things need minerals andenergy in order to move, grow, and to raise young. Sowhere do the living things in an ecosystem get food?Use specific examples of wildlife in your area and askstudents: " Do (caribou) eat dirt?" "Do (salmon) eatair?" Most likely, students will vehemently disagree.So, if they don't eat non-livingthings, what do livingthings eat? Students should realize that most livingthings eat other living .!-:;ngs. Have students name afew living things and tell what each kind oforganismeats.

Primary

(If students don't know what a kind of organismeats, or think it eats something it doesn't, helpthem find the correct answer in books orreferences about wildlife.) List the examples onthe board along with what they eat. Pick a fewother examples of living things (except notplants or algae) from the photo poster (or otherreferences you have). Be sure to choose anexample of a fungi. Discuss what each one ofthose living things eats. (The back of the photoposter tells what each pictured organism eats.See poJers from past years, too. ) Afterlooking at a few examples, ask students what allthe foods are. They should note that all thefoods are living things or the remains of livingthings.

3. Put the headings you made across the top ofthe bulletin board (leaving space on the left sidefor another column to be added in Lesson 3):"Eats plants or algae." "Eats living things thatoat plants or algae." "Eats dead things or wastematerials." and "Eats all kinds of things." (Ifdesired you can also show the names of thesegroups, Herbivores, Carnivores, Detritivores,and Omnivores.) Discuss the categories, thenhave students classify the animals listed on theboard.

4. Refer to the Alaskan Food Chain/Food WebExamples given on page 48. Write the namesof the consumers listed in one of theecosystems on the board. Have students pickone, or assign each student a different one.Hand out copies of the Consumer Worksheet.Then have each student draw a picture of theirorganism on the Consumer Worksheet.(Students may need to get a reference picture

of their consumer; however, most are shown onthe Living Things or Ecosystems posters.)Than have them list the main thing theirorganism eats, then 1 or 2 other things it eats.(You can tell them what each consumer eatsbased on the information on pages 49-50, orhave students go to the library and find theanswers. )

When students are done with their drawing andhave filled in the blanks of the worksheet, havethem cut out the framed picture of the organismand the information. Then they should pastethe information on the back of their drawing.Have each student pin their card on the boardunder the correct category. Have the class helpif needed.

OPTIONAL--If students can understand theconcept, you may also want to discuss our needfor air, especially if students thought ofbreathing as something humans need to do inorder to live. Explain that nearly all living thingsmust breathe in order to be able to get theenergy and minerals out of food. We breathe ina gas called oxygen, which we use to breakdown our food, and breathe out a gas calledcarbon dioxide. If a living thing runs out ofoxygen, it can't get the energy out of its foods,so it dies. That is why it is important to punchholes in the lid of a jar that you keep an insectin. Its also why we have windows in our houses.Otherwise, we would soon use up all theoxygen and the air would be full of carbondioxide. Carbon dioxide gas is poisonous tomost living things if there is too much of it in theair.

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SOCIAL STUDIES ART

Objectives: Students will recognize that humans are consumers that eat both plants and other consumers; we areomnivore3.

Materials: Crayons and paper; optional: old magazines with pictures of foods; consumer worksheet.

Procedure: Have students draw pictures or cut out pictures from old magazines of foods that people eat. Discusswhich of the foods come from animals, which are from plants, and which are made using both plant and animal parts.Have students draw a picture of themselves on another consumer worksheet and fill in answers to the questionabout what they eat. Have them cut the picture out and pIste the information on the back, then place themselvesin the correct group on the bulletin board that was made in the introductory activity. (living things that eat bothplants and animalsomnivores).

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Objectives: Students will recognize that differentkinds of consumers have different kinds of teeth(or bills).

Materials: Skulls of various mammals includingsome carnivores, omnivores, and herbivores.(Check at a local museum, with ADF&G, highschool biology teachers, or local trappers andhunters to obtain examples of these.)Alternatively, look at pictures of bird beaks.

Procedure: Divide the skulls into groups accordingto their food habits (i.e. herbivores in one area,carnivores in another, and omnivores in another).(Save out 1 or 2 examples to evaluate studentunderstanding after the lesson.) Have students goto each station and look at all the skulls carefully.Have them look for similarities in the teeth of theanimals in each group. Do the skulls all have sharppointed teeth? Flat hind teeth? Or do they haveboth kinds of teeth. Have students try to guesswhat kind of consumers are in each group, then(optional) what kind of animal each skull is from.Then compare the skulls orally, and point out thesimilarities of the teeth within groups, and thedifferences between the groups. (Carnivores haveteeth that are like knives--sharp for ripping andtearing apart meat. Herbivores have rear teeth thatare flat for grinding. Omnivores have both kinds ofteeth.) Identify the animals the skulls are from.

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Objectives: Students will become more familiar with thewords describing different kinds of consumers by actingout their meanings.

Procedure: Ask students to imagine that they are theliving thing that they drew a picture of for the ConsumerWorksheet. Have them imagine how the animal actswhen it is trying to get food, or is eating. Does it just walkalong and munch on plants, or does it sneak along andpounce out suddenly to catch some other living thing. Ordoes it just sit in one place and absorb food from wastematerials or remains (like a fungi). Or, does it sometimesact one way and sometimes another. Pick out 3 or 4students that are herbivores and have them come up andact like their animals act when they are feeding. You mayneed *Lo give them hints. Repeat for carnivores,omnivores, and detritivores.

Write the names of the different kinds of consumers onthe board. Then, pick out some behaviors the kids madeup to represent the different kinds of consumers andhave the whole class imitateeach behavior. For example,they should raise their arms, show their teeth, and take asmall leap forward when you say carnivore. Or, walkalong slowly, nibbling at imaginary plants on one sidethen ttn other to show a herbivore. Alternate thesebehaviors to show an omnivore. Sit in one place, armsout, fingers extended to show a detritivore. Review thebehavior associated with each type of consumer a fewtimes.

Have the class stand in a circle--or by their seats. You callout a word, and/or point to it on the board. The studentsthen act like that kind of consumer. (You may choose tohave anyone who does the wrong action sit down.) Callout another word, and have students act it out. Then,repeat several times, varying the order you read thewords in, and with less and less time in between readingthe words.

21

Primary

Students will be able to explain that plants (and algae)getenergy and minerals from their non-living surroundings.

Background. Lice all other living things, plants and algae need minerals and energy. But in contrast to otherliving things, plants and algae do not eat other living things; they are not consumers. Instead, theyare calledproducers, because they can use minerals and energy from the non-living surroundings to make or producetheir own food. Plants and algae store energy from sunlight by a process called photosynthesis.Photosynthesis is simply the change of carbon dioxide (from the air), water, and sunlight (energy) intosugar--(or stored energy) and oxygen. Plants make their tissues (leaves, flowers, stems, roots) by combiningthe sugar (stored energy) produced by photosynthesis with minerals from the soil. Algae make their cells bycombining the sugar produced by photosynthesis with minerals that are dissolved in water.

All ecosystems include producersliving things that are able to make food by using minerals and energy fromthen non-living environment. Plants are the main producers in forest and tundra ecosystems, while algae(includes seaweeds) are the main producers in ocean ecosystems. Producers, (plants, algae, and certainmonerans) are critically important for the survival of all life on earth, because they change energy and mineralsfrom the non-living surroundings into forms that other living- things can use. They are also critically importantbecause they remove carbon dioxide from the air, and replace it with oxygen--the gas that nearly all living thingsmust breathe in order to use the energy and Minerals in their foods.

Vocabulary: algae, carbon dioxide, energy, food, minerals, oxygen, photosynthesis, producer, plants, soil,water.

Introductory Activity.

Objectives:,

1. Students will be able to explain that plants getthe energy and minerals they need from thenon-living surroundings.

Materials:

A plant, the bulletin board from Lesson 2Introductory Activity, but add a column heading"Makes Food from Non-living Things" (Producers).Also, the sunlight, water, carbon dioxide cards from

r3 this packet (p. 21-22), an equal number of indexcards labeled minerals, a balloon (blown up) labeled"air" attached to a table, a large construction paper

cocut-out of the sun, a pitcher of water (or a picture),and a magazine picture or drawing of soil on a

x-co bulletin board (or around the plant pot), each ofthese visual aides should have a paper cup stapledor taped up beside them. Put the carbon dioxide /oxygen cards on the table (some with the carbon

O dioxide side up and some with the oxygen side up) .

Place the other cards in the appropriate cups.

o Photocopies of the Producer Worksheet for eachstudent in class.

Procedure:1. Set a potted plant (and/or an algae or seaweed)on a table in front of the class. Ask students to

watch the plant for a little while. Then ask them if itis a living thing. What do they think the plant isdoing. Does it move? Eat? Breathe? Grow?Have the class act like plants. They are to just sit inthe sunlight with their roots in the soil. (Or, havethem act like algaefloating on the sea) Let themact out for just a minute or two, then ask how longthey could really do that before getting hungry.One hour? One day? Why do they need to eat?(Reiterate that all living things, including plants andalgae, must eat food in order to get the energy andminerals needed to move, grow, and reproduce.)So what do plants and algae do? Do they eatanything? Can students figure out that plants mustdo something case to get food? 2. Explain thatplants and algae are able to do something that mostliving things can not do--they can get energy andminerals from the non-living surroundings andmake food for themselves. Review the parts of thenon-living environment using the display. Explainthatsunlight is really a kind of energy, and that soiland water have minerals in them. Plants are able toget minerals out of the soil and water with theirroots, and algae just soak in minerals

19

20

tPrimaryfrom the water. And, by a special process, calledphotosynthesis, plants are able to capture theenergy of sunlight. (For younger students, you maychoose to skip to step 5 rather than explainingphotosynthesis in detail).

3. Ask students if they'd like to act like plants again.Explain that in order to be plants they'll have to learnhow to do photosynthesis. Demonstrate theprocess of photosynthesis by picking up theappropriate cards from the table (carbon dioxide) andfrom the labeled cups (water and sunlight) as youexplain: The plant takes carbon dioxide from the air.and its roots get water from the soil. The plant oralgae then catches a ray of sunshine and mixes thesetogether to get stored energy and oxygen. Turn thecards over to show that the cards together spellthese words.

3. Have each student come to the front of the roomand act like a plant by "doing" photosynthesis Haveeach student pick up the cards that show the things aplant (or algae) needs to make food, then turn thecards over to spell "Stored Energy and Oxygen."

4. Now discuss what the plant (or algae) does withthe food and oxygen that it made. Explain that theplants put the oxygen into the air, where other livingthings can use it. Then they use the stored energy,along with minerals from the soil, in the same waysthat other living things use the food they eat--to.grow, move, and reproduce (make seeds).

5. Pass out the Producer Worksheets to students.Refer to the Alaskan Examples of food chains andwebs (p. 48) to choose examples of producers fromthe same ecosystem as the consumers they drewpictures of in Lesson 2. Have students draw picturesof these producers. (Most of the producers listed areshown on the Living Things, Ecosystem, or photoposter. Or, have students refer to books on plantsfor additional pictures to draw from.) Help studentsspell out the name of the plant or algae, and write outthe word photosynthesis. Then have them cut outtheir framed picture and the information below. Theyshould paste the information on the back of the

3, then pin their picture up on the board underthe new category, "Makes Food from Non-livingThings" (producer). Use the Consumers Need Helpworksheet for follow-up.

EXTENSION:

Objectives: Students will recognize that plants make the oxygen needed by all other living things.

Materials: carbon dioxide/oxygen cards p. 25.

1. Have everyone hold their breaths. Discuss how long they were able to do this. Why did they have to stopand breathe? Explain that most living things need a gas called oxygen in order to use the energy and mineralsin their foods. Humans and most other living things, including plants and algae, breathe in oxygen andbreathe out another gas called carbon dioxide.

2. Spread the oxygen/carbondioxide cards out on the table and explain that the table represents the air of anecosystem. Reiterate that nearly all living things mcq breathe in oxygen, and then breathe out carbondioxide. Ask for volunteers to come up to represent living things. Explain that these students will pretendthey are breathing (as all living things do), by picking up oxygen cards anti turning them over, into carbondioxide. Each player can continue playing as long as they have oxygen to breathe, but if they don't get anyoxygen they will die and be out of the game. Help the class guess what will happen to the players. Will theyrun out of oxygen? Allow the actors to "breathe" and find out. (They will run out of oxygen.)

3. Explain thatplants and algae are very special because they can do something that very few other livingthings can- take carbon dioxide out of the air and put back oxygen. Ask for more volunteers to act like plantsand algae in the game. Explain that when plants and algae do photosynthesis, they take carbon dioxide outof the air, combine it with water and sunlight, to make food (which they use) and oxygen (which they put intothe air). So, on each turn, plant and algae players will pick up 2 carbon dioxide cards and turn these over--toshow that they are doing photosynthesis. Plants and algae also need some oxygen in order to use theenergy they store and minerals from the soil, so the plant and algae players should also pick up 1 oxygen cardand turn it over on each turn. Now, can students predict what will happen when they replay the game withplayers who are plants and algae, and players who are other living things? Replay to test their hypothesis.(The other living things won't run out of oxygen because plants will keep making more).

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Activity Ideas for Curriculum Int gratio\ltM \N,'W` sssts;s:

SOCIAL STUDIES ART MATH

Objectives: Students will become more aware of their surroundings and the importance of producers.

Materials: Photos of a variety of indoor and outdoor settings with (suburban, rural, forests, tundra, wetlands) andwithout plants (cities, parking lots, icefields, sand dunes, the moon's surface), (Optional: a room with lots of plantsand a room without any plants), crayons, and newsprint or butcher paper.

Procedure: Show the class the various photos of outdoor settings and have students choose the 2 or 3 placesthey would most like to live. Hold each photo up and ask all those who chose it as one of their favorites, to raisetheir hand. Write the number of students choosing each place on a card next to the photo. Repeat for the indoorphotos. Then separate the photos into the ones with many plants and those with few or none. (You may want tohave 4 groups-indoors- with and without plants, and outdoors-with and without plat its.) Have students add up thenumber of votes for the photos with plants and the number for places without plants. Is there any difference? Whymight students choose the ones with plants? Next, ask students which outdoor photos show places that an animal(use a specific example) might like to live. Why might most animals prefer to live in places with many plants?(Because they get food and shelter from plants, and because other living things they eat or depend on are morelikely to live in such an area.

Finish up by having students draw a picture of an outdoor place where they would like tc live. Do they show plants

Objectives: Students wiN observe plants orseaweed closely and make posters that showtheir appreciation of these ecosystem producers.

Materials: Crayons, newsprint or butcher paper,access to the outdoors or a variety of plants fromyour area

Procedure: Explain to students that noteveryone realizes how important producers-plants and algae-are, so the class is going tomake posters to tell other people aboutproducers. (Individual students may each make aposter, or you can have groups or the whole classwork on giant banners. You may want to have onegroup work on algae and seaweed, and anotheron plants.) If possible, get students outdoors%Imre they can look at plants and/or algae firsthand and make sketches or crayon etchings fortheir poster. Encourage them to show thevariety of plants that occur in the ecosystem ontheir poster. Have each student complete thesentence "Plants (Algae) are importantbecause.. .6 . Than, have them add the sentenceto their posters as a caption.

SOCIAL STUDIES

Objectives: Students will recognize the importance ofplants to people.

Materials: (Optional-photos of food from magazines.)

Procedure: Ask students to name the things they like toeat for meals and snacks, or take an imaginary trip to thegrocery store and make a list of the foods in the store.Or, use the photos of food from magazines. Discusswhat each food item is, or is made from . How many areplant parts (fruits, vegetables, nuts)? How many aremade mainly from plants (bread, cake, etc.)? Of thefoods that are not plants or made directly from plants,how many are from animals that eat plants? How manyare from animals that eat other animals? What do theprey animals eat? (Plants). Students should eventuallyrealize that ultimately, all food for people comes fromplants too. (Have the class make cookies, or bread, andtrace out where each of the main ingrediants comesfrom.)Discuss other ways that plants are important to people.Are any plants used to make things? (wood, rubber). Dostudents enjoy seeing trees, grasses, flowers? Whateffects do plants have on air quality? (One studyshowed that an acre of forest removes nearly 1 ton ofdust from the atmosphere each year.)

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[ Vocabulary: ixrIchain, food web

Students will understand that the energy and minerals infood made by plants is passed between animals throughfood chains and webs.

r 1Background. Energy and minerals are exchanged in ecosystems through food chains and webs. A foodchain simply traces the route of energy and minerals from the non-living surroundings through living things.Producers, such as plants or algae, convert energy from the non-living surroundings into a form that they can use,and a form that other living things can use. Producers use some of the energy they storeto grow, move, ward offpredators, respond to their environrrent, and reproduce. But they also store some, along with minerals, in theirtissues (mists, leaves, stems, roots, etc.). Any living thing that eats a producer gets the energy and mineralsstored in that producer. The herbivore uses some energy, stores some, and loses the rest in its waste materials.The carnivore that eats the herbivore gets the energy and minerals storedin its body. Once again, the carnivoreuses some energy, store some, and loses some in waste materials. The carnivore may be eaten by anothercarnivore or an omnivore. At each link in a food chain, some energy is used. This energy returns to the non-livingsurroundings as heat and can not be re-used. Thus, a food chain ends when the last bit of energy is removed by adetritivore..

Detritivores, or decomposers, as you know, are organisms that get energy and minerals from eating wastematerials and dead organisms. Detritivores form links with every other food chain link, because they eat waste anddead material from producers, herbivores, and carnivores. Detritivores are very important, because they use upthe last bit of stored energy, and turn waste materials and dead things back into the raw materials (carbon dioxide ,

water, and other minerals) that plants need to store more energy from the sun and make new food. Withoutdetritivores, these raw materials would soon be stored in dead organisms, and plants would be unable to continueproducing oxygen and new food. Because of the activities of detritivores, all minerals taken up by living things arereturned to the non-living surroundings, and can continuously recycle through ecosystems.

Here are two examples of food chains that our in Alaskan ecosystems. Most of the organisms in both areshown on the1986 Alaska Wildlife Week poster. The detritivore links are often not shown in examples of foodchains, bathey are very important and should not bo left out.

Energi- Producer--0bHerbivore--0.Carnivore Detritivorestrain the Alpine sunffowellIK--Singing VolebbWeasel Microscopic organismssun; -and. ...Mineral:I:frornAho.;oil- Or Producer---10.Herbivore-0-Carnivore--Ok--Carnivore Detritivore

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The simplicity of a food chain makes it an easy concept to understand. The exchange of energy and mineralsthrough ecosystems is not really that simple however. Most living things eat a variety of things. Most herbivoreseat a variety of plants; most carnivores eat a variety of other consumers. Some organisms eat detritivores. Abetter picture of the exchange of energy and minerals in ecosystems is a food web that shows connectionsbetween all the living things that eat each other.

30

28

,Primary

Introductory Activity.

Objectives:

1. Students will be able to construct a food chainand food web to show the connections between theliving things of an ecosystem.

Materials:

Student illustrations of consumers and producersfrom Lesson 2 and 3, construction paper (cut into 1" x4' strips, unless you want students to do this),scissors, staples, a ball of string, staplers.

Procedure

1. Explain to students that all the living things in anecosystem need each other in some way. One waythat living things need each other is for food. Use thebulletin board made up during the last two lessons toshow that herbivores need plants and algae,carnivores need herbivores, and omnivores anddetritivores need all the other living things. Drawarrows to show the connections between the groups.Explain that all the living thingsin an ecosystem areconnected by food chains. A food chain shows whateats whator looking at it from another way, it showshow energy and minerals move from the non-livingsurroundings through living things and back tonon-living things.

Explain by drawing a picture of the sun and soil (orwater) on the left hand side of the black board. Askstudents what living things use these. They shouldknow that producers use these. Use the food chainexamples given in the introduction (or make up yourown example) to show that the energy and mineralsfrom the nonliving environment are changed intofood by a producer, which is eaten by a herbivore,which is eaten by a carnivore. Draw a picture of thechain on the board using the names (or pictures) ofthe living things involved. Ask students what eats

the things that die and the waste materials. Add inthe name of a specific detritivore and show arrowsconnecting it to all the living things.Go over a fewmore examples until students seem to clearlyunderstand the idea.

2. Then explain that you are going to take downtheir drawings from the bulletin board and havethem re-order the living things into food chains.Divide students into groups, then take down thecards and give each group at least one set thatmatches up. After they have ordered the foodchain in their drawings (check to be sure they got itright), have them cut out several strips ofconstruction paper about 1 inch wide and 4 incheslong. (You can cut these beforehand if desired)(Have each group use different colors of links. Theyshould make these strips into loops by stapling theends together. They can then use these to chaintogether their food chain links. Hang the foodchains up around the room.

3. If your students can read well, have them lay thefood chains out on the floor with the informationsides of the links facing up. Then have them lookfor other connections by comparing the lists of whateach animal eats. Whenever they find a newconnection, they should connect the two links, butthis time by making a chain of construction paperloops long enough to reach between the diagramsso that the whole thing can lie flat. When the wholething is done, it can be hung from the ceiling. Thenkids can look up and see the pictures of all the livingthiro, and all the connections in their ecosystemfood web.

4. Follow-up with the Food Chain Worksheet.

31

Food -

ChainWprksheet

Primary

Name

Color and cut out the cards below and put them in order to make 4 different foodchains found in Alaskan ecosystems.

29

Kelp

I make food fromenergy and minerals.

Snail

4 er "...;# 0.,..._

I eat kelp.

Dwarf Dogwoodzrya...,..4.,...i.

.°.

..--

1,(.,''I make food fromenergy and minerals.

/ and

minerals

Merlin\ If

)

. 3 ..19.,:;'

I eat pine'grosbeaks.)

Pine Grosbeak

I eat the berries ofdwarf dogwood.

Bacteria

0......... .C)..S......_.I eat wastes. I livein a wetland.

Phalarope

I eat mosquitolarvae.

Mushroom

I eat dead thingsin forests.

Springtail Sea Star

,;:s...

I eat snails.

5jijCiaQ*

I eat dead things onthe tundra.

/ and

minerals

Alpine Sunflower

------4 a \\I make food fromenergy and minerals.

Mosquito Larvae

.....--

V"

I eat algae.

/ and

minerals

/ \ and

minerals

Wolf

1 )

Algae

/I make food fromenergy and minerals.

Dail Sheep

I eat alpinesunflowers.

Sea Cucumber

013441141445I eat wastes inthe sea.

I eat Dali sheepIambs.

32

30

Name

Producersmake food from sunlight,carbon dioxide, waterand minerals.

Detritivoreseat dead things andwaste materials.

Herbivoreseat producers likeplants or algae.

Carnivoreseat living thingsthat eat producers.

I

31

Agow0ty Od@mo VCD? Canvolmokom haspVlicprai Primary

EISZEIMMIE1111111111.1.Language ArtsObjectives: Students will strengthen theirunderstanding of the food chain concept by writingand acting out a food chain story.

Materials: Reference materials on wildlife.

Procedure: Write the following up on theblackboard:

This is the sun that sent the energy, and this isthe soil (or water) that had the minerals.

This is the "producer" that made the food byusing the minerals from the soil and catching theenergy from the sun.

This is the "herbivore" that ate the "producer"that made the food by using the minerals from thesoil and catching the energy from the sun.

This is the "camivore" that ate the "herbivore"that ate the "producer" that made the food byusing the minerals from the soil and catching theenergy from the sun.

This is the "detritivore" that returned theminerals to the soil, by eating all the wastematerials. So, that is our food chain story. The soilonce more has minerals and the sun is shiningdown, so here are the producers, herVvores,carnivores and detritivoresready to start again.

Divide the class into groups of 5 or morestudents. This activity can be done in two waysdepending on your students' abilities. You mayhave students invent their own food chains, usingreference materials to figure out what variousliving things eat. Or, provide each groupwith the living things that make up a food chain,then have them decide what order they fit into thestory. If necessary you can also supply theinformation on what each living thing eats. (Seepages 47-48).

Once students have selected the living things intheir food chain, they should figure out how to actout each line in their story. For example, to showthe sun they may hold their arms over their heads.To act out a wolf, they may want to show theirteeth, or howl. Once the groups have their storiesready, have them present them to the class as askit. The story can be narrated by one of thegroup members or by you, if necessary. Studentsmay replace the terms (producer, herbivore,carnivore and detritivore, with the names of theliving things they choseor leave the terms in andhave the class try to guess the living things in theirfood chain story.

Objectives: Students will act out the exchange of mineralsand raw materials from the non-living surroundings through afood chain.

Materials: 8 index cards labled "Minerals" and 20-50 cardslabeled "Energy" with a square divided into quarters toplace check marks; 12 paperclips or other means of clippingcards together temporarily. Name tags labeled Producer (1);Herbivore (1); Camivore (1); and Detritivore (2).

Procedure: Spread minerals cards around the area wherestudents will play the game. Select a student to representeach of the following and explain their roles as follows:

Sun player -- continually tosses out energy cards

Producer: Takes a minerals card and an energy card fromthe non-living surroundings and make these into food (bypaperclipping them together). They show use of energy bychecking one square on each energy card they pick up andmake into an "energy sandwich". Producers can only useenergy cards that do not have any check marks on them,and can only use minerals that are not already paperclippedto an energy card.

Herbivore: Gets food by taking 2 energy and minerals"sandwiches" from the producer player. They must checkoff one square on each energy card in the sandwiches.They then keep one sandwich and toss the other to thefloor as "waste".

Carnivore: Gets food by taking 2 energy and mineralssandwiches from the herbivore. Otherwise they do thesame thing as the herbivore--check off energy squares andtoss one card and keep one.

Detritivores: Pick up energy sandwiches from thefloor -- 'wastes ". They also check off one square on eachenergy card they pick up. If this fills up all the squares, theyremove the paperclip and toss the paperclip and mineralscard back to the floor near the producer.

The game starts by the producer making sandwiches fromnon-living things; when it has made 2, the herbivore takesthese; when the herbivore has 3 sandwiches; the carnivoretakes 2; the detritivore starts picking up sandwiches from thefloor as soon as they are available. The object of the game isto keep the energy and minerals flowing through the "foodchain".

What happens if the producer is removed? (All the otherliving things run out of food) What if the detritivores areremoved? (the producer runs out of minerals, and can'tmake any more food). Follow-up with the Ecosystem Maze.

34

.)

Students will recognize that living things depend on otherliving things for reasons other than food.

Background. All living things need producers,like plants, to make food and oxygen, and each livingthing needs the living things that it feeds on. Forexample, snowshoe hares need willow plants to eat,and lynx need snowshoe hares (and since snowshoehares need willows - -so do lynx). Most living thingsalso depend on organisms other than those they areconnected to through food chains. For, example,neither lynx nor snowshoe hares eat spruce trees,but both depend on the overhanging branches ofspruce for shelter from bad weather and protectionfrom predators (in the case of lynx, to protect theirkittens from hawks and owls). Most living things withina particular ecosystem are interdependent.

Here is an example of the interdependence of certainbirds, fungi, and squirrels. Tree and violet-greenswallows, chickadees, nuthatches, boreal andsaw-whet owls, and flying squirrels nest in holes indead trees. These animals can not dig their own nestholes. Instead, they have to find a hole that hasalready been made by some other living thing. Theseanimals usually use holes that were made bywoodpeckers. Woodpeckers are not able to dig holesinjust any dead tree--they can only excavate a hole ifthe wood is partly decayed or rotted by fungi. Thefungi, in turn, rely on other organisms (such asinsects, or beavers) to kill the trees, because mostfungi can only eat dead wood. The fungi also rely onwoodpeckers and squirrels to carry their spores toother dead trees. (A spore is a fungi's way ofreproducing -- similar to a seed.)

Plants depend on a variety of other living things. Inorder to make seeds, many plants need to exchangepollen with other plants. Some plants rely on the windto carry their pollen, but many kinds of plants dependon animals to perform this important task. The plantsthat need this help produce colorful, orsweet-smelling flowers and a sugary liquid callednectar. The flowers attract animals, such as bees,butterflies, moths, and hummingbirds, that eat nectar.While sipping the nectar, these animals get a dustingof pollen, which they then carry off to other flowers.

Some plants also need animals to carry their seeds.Some plants produce seeds with small hooks or awnsthat catch or grab on to animal fur-4n this way they geta free ride to a new area. Other plants, like blueberry,

Primary

dogwood, raspberry, and cranberry, produce edibleberries. The animals that eat the berries get the energyand minerals in the berries' fleshy outer coats. Thehard-coated seeds inside, however, pass through theanimal's digestive tract intact, and are deposited in anew area- -with a bit of fertilizer.

-1

Many plants (some scientists estimate 80% of allspecies) are closely associated with certain fungi(mainly mushrooms). The fungi (the undergroundhyphae of mushrooms) live in or on the roots of theplants. Scientists are still trying to understand theinterdependence of the plants and fungi. Apparently,the plant roots give certain foods to the fungi, and thefungi somehow help the plant roots to get certainminerals (such as phosphorus). Many plants dependon certain bacteria in a similar way. The bacteria live onthe plant roots; they get nitrogen from the air and put itinto the soil. This helps the plants because they neednitrogen to grow but can only get it from the soil.

Some living things are so dependent on each otherthat they can only live together. Lichens are a goodexample of this. A lichen is actually two separate livingthings--a fungus and an algae (or a blue-green algae,now called a cyanobacterium) that live together.Although some of the fungi and some of the algae thatform lichens can survive independently, many can notlive without each other. In addition, by living together,they can live and grow in harsh environments whereneither could live alone.

The above examples are cases where all the livingthings involved either benefitted by the association(called mutualism) or, at least, one benefitted and theothers were not harmed (commensalism). One othersort of interdependence, called parasitism, benefitsone of the species involved (the parasite), but harms(often even kills) the other (the host). In some ways,parasitism is similar to predation- -except the parasite"predator is usually much smaller than its prey. Manyliving things are parasitic for only part of their life cycle.Lamprey fish are a good example of a parasite. Theadults attach themselves to larger fish then suck theblood of their host. The host may live for months afterthe lamprey attaches. Botfly lay their eggs on caribou;the larvae get under the animal's skin, and feed on itstissues. They then emerge, drop off, and develop intoadults in the ground.

Vocabulary: interdependent, pollen, pollination, spore (Optionalcommensalism, mutualism, parasitism).

I

-

33

r Primary

Introductory Activity.

Objectives:

1. Students will leant the variety of ways thatliving things are interdependent.

Materials:Ecosystem Partners Cards (Photocopy and cut uppages 34-37), bulletin board with labels (seebelow), pins

ProcedumBefore class--Make up a bulletin board with the

three columns labeled as follows: They both helpeach other (mutualism); One helps the other(commensalism); and One needs the other, butthe other is hurt (parasitism). ( The scientific wordsgiven above are for your reference and need notbe shown on the board. A good visual device(suggested by Marla Browne) to separate thecategories are to show the partners as faces--bothsmiling; 1 smiling and the other with a straight linefor a mouth, and 1 smailing, the other with adown-turned mouth.) (See Step 5 to decide if youwill use this bulletin board.)

1. Review the last lesson that showed livingthings need the other living things that they eat.Give examples of animals that live in the sameplaces because they are connected by a foodchain. (For example, a lynx wouldn't live wherethere were no snowshoe hares to prey on, and ahare couldn't live where there were no willows, sowe tend to find willows, snowshoe hares, and lynxtogether.)

2. Discuss the term association--forexample-friends in the class who always aretogether, associate with each other. Explain thatliving things associate with one another, too, butin different ways. Can students think of e.ny waythat one animal might need another--besides foreating? Explain that the class is going to play agame to learn about some of the ways that someliving things need each other.

3. Pass out the cards, one per student. (if thereare more cards than students, you can play more

than one round--just be sure that each time youpass out the cards that go together (marked bymatching corner patterns). Now explain that eachof the living things shown on the cards needs oneor more other living things in order to survive. Theobject of the game is for each student to find theirpartner.

4. Have one student stand up and read their card.(Or, if student reading skills are inadequate, haveone student come to the front of the room. Youread their card out loud for them.) Any other playerwho has a living thing that they think could help orbe helped by the standing student's should comeup and link arms with him/her. The student thatcomes up should then read their card, (or you readthe card for them) and the class decides if it is agood match. If the match is not right, the studentreturns to their seat, and another student comesup. Repeat until a partner is found. Then chooseanother student to read their card. Repeat until alls'..idents have found their partner.

5. (You may skip to step #6, if you do not think yourstudents can handle this step.) Review thepartners and why they t.,..s!fng together. Have theclass decide which category on the bulletin boardeach pair of partners belong in. To help themunderstand the categorys, it may be helpful to havethem think of the categorys as full sentences:"They live together because... When theassociation is classified, the group can pin theircards up in a row under the correct category. Thenext group in the same category will make a newrow. Once the bulletin board is complete,encourage all students to take time to look at it andsee all the different associations.

6. Use the Ecosystem Partners Worksheet toreview and evaluate student understanding.

.,

34

I need to live ongirlip

the skin of ananimal that swimsaround the sea. Barnacle

I swim

...,-)youponi

around the sea. I have a lot of skin.

____,..4,";4-1.ra-TA.,:l...74, - .-,..... ......--.*n-t,--...,

- r ., 4-

Gray WhaleSi Ig

.41,;.',..,,---cg,-.,,..o'.4,,.- ..- '7 : i.., p-, ,, r...zz;.".! s.

-, --e ; . ...,-., ,ik:. ....:,;e

Before I get my wings,I grow inside a shell-like Butterflychrysalis. .

®®

I need to lay my eggsnext to an animal that

/ lives inside something, like a shell. When my.......- young hatch they can-.xt

eat that animal and\ .1-:. live safely in its shell.

VJasp

I need an empty shell.

\ , ' ' /

ied."401/4, bI r .....

"Sqr

Hermit Crab

c..Vse%.s7" ,

.Y

.:.........; ..*;::0:7 `.;Y.:4....,.: .....

...;*: .. ,-....:.

an empty shell. Thethat lived inside of me Snaileaten by a bird.

I amsnailwas

:..

-

I need nitrogen .: e"in the soil, but itis only in the air. \l/

..j/ i t'1

Lupine *

I takefromput

nitrogenthe air and

it in the soil.

Nitrogen-fixing BacteriaIt

37

35

Mountain Goat.440.--

li

x .

I can carry seeds in my lorry shaggy hair.I travel from one mountain to another.

I need an animal with long fur to carrymy seeds to another mountain.

/IV\Grass

Algae fh Sea Anemone /

)-!....

...

_,-,_

44 ,\

I have stinging tentacles that protect mefrom predators. I will let an algae liveinside my tentacles, if it will give meoxygen and stored energy.

I need something that lives in the seato protect me from predators. I will giveoxygen and stored energy to anythingthat helps me.

I need something to chase foxes andjaegers away from my nest. I will nestnear the animal that helps me.

431

,,,,i...., Arctic Tern111.41.girs1

,----.

L,....,.....

I chase any fox or jaeger that comes nearmy nest or the nests of any other birds thatnest nearby.

__x ......, , ,.

CommorL-Eider st....,,c.. $I need an animal to carry my seeds toa new place. The animal that helps mecan eat some of my berries.

Cl/1

\ 4,-4- --......

....----/i

Dwarf Dogwood---

I can carryseeds to new -,- ----------places. Hike Ote ..- -go7:

to eat berries.

-

...--- -.--: ow,. j .......

A41\ ,..4),...,

\ Red-backed Vole

38

36

I need asmall hole ina tree for mynest.

--..<---L..._

Chickadee

I dig small Tholes

in trees.

I 1,,,;-:,/

.,11

)Downy Woodpecker

FireweedIf

-11 I need mycarried toflower. Myhave nectar.

pollenanotherflowers

I

I

can carry pollen.eat flower nectar.

f... /

._

Butterfly'

'Zan

.

ON

..iBeaver ,...?

I need a pondwith dead treesin it so I can nest. ....,

'0,(..'

g _71//,,,i,/,,,,a,

Goldeneye Duck

.i.,',12... .%

I make ponds and killtrees hy buildingdams on streams.

e.-..-'

I make deadwood soft.

4,,v,howee

/47: 1

4ewor,oliar---

AllumpRt-,- 1

'"voimm., \---.-

Shelf Fungi

ii

...dr.S.L

. -

I need a dead rtree with soft woodso I can dig anest hole. I

Flicker

39

37

.-s

I lay my eggs in an Juncoopen nest on the ground.

.....--.....

Cowbird

the nest ofbig chicks hatch

and raise

iig

I need to lay my eggs inanother bird. When myout, the other bird will feedthem instead of its own.

Lamprey

..........

osys.'"v..^..-.,m.o.

I am a big fish.

alib .....-..,...,

,......2:,....._,r,i.,,

I need a big fish so I canattach myself and feed onits blood.

.0.".vs^.vs^...v... Salmon

A

Polar Bear

...

I leave a lot of scrapsto eat.

toeat. Arctic Fox

I kill seals to eat.

.....

I need a big carnivorekill a seal for me to ,, ' , ' for other animals

I need help to getminerals from thesoil. I have someextrastored energy

WilvciT'to give anythingthat helps me. Birch Tree

I can help a p!ant get mineralsit will give me some of

.) to.7 L. .;a .03

4... -;ZS Qt tri4

from the soil, iftho energy it has stored.

rJ

Pholiotus Mushroom

40

38

ECOSYSTEMPARTNERS

Name

.W.6"v4.774`47474776747W74J;44

'

't,;1.1

4

4

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LIll

This chickadeein a tree, butnesting. Connectfind out what

ilikt4

it

animal

1

can't digneeds a

the dotshelps

T.. .7.7.... . . . ,

3

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toit.

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Some plants and animals helpeach other. This flower hassome nectar to feed the animalthat carries its pollen. Draw ina picture of an animal that canhelp the flower.

.t4

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46.4

6.4

6.4

4.04

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.

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Thisis red-backed vole likes to eatberries and seeds. Draw a picture ofa plant that this vole might help.

___.

it 04 IIIlel r 40

t,

...,...% II 12.\ .

.%

.3 .2. 4 i 11 j)-.?4 6 ..3 %.../

CI. its

Ravens do not kill other animals. Theypick up the scraps left by predators.Connect the dots to find an animal thatcould help the raven get food.

&&&&& 4.4.4. 44 444 4117. 4444 44 4444 44444444 on 74 1 74v4V4V4 . 4.

41

acttliwUly Odwait Cuoaoalliguknum Ontliggoatatocm

39

Primary

SCIENCE LANGUAGE ARTS

Objectives: Students wiil practice memory and listening skills andbecome more familiar with the inter-relationships of Hying things.

Materials: Ecosystem Partners cards, photocopy pages 34-37.

Procedure: This activity is for a station or group of 3-5 students. Thedealer shuffles the Inter-relationships cards together, and deas ahand of 5 cards to each student. The object of the game is to findsets of cards that show living things that need each other. When astudent gets a set of two or more that go together, they discard theset in front of them. At the end of the game the student with thehighest number of discarded cards (not sets) wins. On each turn, aplayer asks one other player for a specific card by saying: I have a....that needs some other living thing to Do you have somethingthat can help it. (Or, I have a.... that does.... Do you havesomething it can help). If the player that is asked has a card ofsomething that can help (or needs help), they must say Yes, I have a.... that can help (or needs....). Then they must turn the card over tothe other player who makes and discards the set. Since the playerwas successful, they get to ask for some other card. When a playeris unsuccessful, they draw a card and the turn passes to the nextplayer. Students should try to remember who has what cards inorder to find the ones needed for a set. There are some sets of 3or more: A player with 2 cards in such a set should discard them.Any player who gets a third card that goes with a set of 2 that hasbeen discarded, can discard their matching card to their pile. If theydo not discard it, and another student realizes the match, they canask for the card and discard it to their pile. Game ends when all thecards are discarded.

SOCIAL STUDIES

Objectives: Students will recognize that humans are interdependent with other living things, too.

Procedure: Review briefly that all living things do certain things that are important to other living things that livein the same ecosystem. Have students give some examples. All the living things in an ecosystem aresometimes called a communitythe same word that is used to describe a group of people who are livingtogether. Ask students whether or not humans do things that are important for other people that live in thesame community? Have students name as many jobs done by people as they can think of. (baker, teacher,garbage collector, house builder, etc.) List these in column 1 on the blackboard. Label column 2, Non-livingthings and column 3, Living things. Then, go through each job listed and discuss whether the person doingthe job needs things from the nonliving environment (if so, list these in column 2) or other living things (if so,list in column 3), in order to do their job. When finished with this, ask students whether they think their humancommunity could survive without the surrounding ecosystem. They should recognize that most of the jobspeople do require things from the non-living environment or other living things--i.e. ecosystems.

Discuss this idea further. Are there any jobs done by living things in the ecosystem, that people can't do?(Make oxygen and food!, change waste materials back into minerals (we can do this with some materials byburning them) make soil, wood, rubber, certain medicines.) Students should recognize that humans aredependent on other living things for food, oxygen, mineral recycling, and materials for building. Are humanspart of the ecosystem?

42

40

Primary

Students will recognize that in order to conserve any kindof wildlife, we must conserve all the non-living and livingthings In the ecosystem to which it belongs.

Background. The many inter-relatiortshimbetween living things, and between living things andthe non-living environment make ecosystems.bothresilent and fragile. Any change in the non-livingsurroundings, or in a population of any living thing, islikely to cause many other changes within anecosystem. Changes in the non-living surroundingscan affect all living things, because all use air, water,and minerals, and are affected by temperature,humidity, and light. A change in a population of oneliving thing will affect the populations of all the otherliving things it interacts withthrough food chainsand webs, or other kinds of interactions. Theresulting changes in these populations, may in turn,affect the populations of all of the different livingthings these interact with. This chain reaction ofchanges means that a Lingle changein thenon-living surroundings or in the population of asingle kind of living thingcan indirectly affect many,or all, the living things in that ecosystem.

Ecosystems can and do tolerate and absorbchanges in the non-living environment (such asweather and climatic changes, earthquakes, floods,etc.). Ecosystems can also tolerate and absorbchanges in the numbers and kinds of living thingsprgsent; extinction of certain species and invasionby others are natural and, over geologic time,constant occurrences. All ecosystems are in a stateof constant change.

However, too many or severe changes in either thencn-living surroundings, or the populations of livingthings can cause an ecosystem to fall apart. Whilesuch a collapse may make the area uninhabitable forits present residents, species with adaptionssuitable for the changed environment may colonizeand become established. After a long period oftime, a new ecosystem may thus appear--with awhole different community of living thingsinterconnected by different food webs andsymbioses. In the long run, the collapse of anecosystem may only be undesirablefrom the standpoint of survival of the particular

organisms that were adapted for and dependent onthe original ecosystem.

However, from a practical standpoint, we humansmust be concerned the chain reaction of changesthat can occur within ecosystems. We must beconcerned if we are interested in conservation ofany specific kind of wildlife, and if we are interestedin human welfare. For the survival of every species(including the human species) depends not only onprotection of its populations, but also on protectionof the entire ecosystem in which it lives.

For example, in order to protect salmon, we mustnot only protect them, but also their non-livingsurroundings, and all the organisms they dependon. The non-living surroundings the salmon needinclude the stream water and gravel beds where thasalmon eggs are laid and hatched, and the seawhere the salmon grow to adult size. It also includesthe stream's tributaries, the river the salmon use tomigrate to and from the sea, and the rain water thatforms the stream and river. The living thingsneeded include those that produce the oxygensalmon need to breathe (phytoplankton and aquaticplants). It includes the shrubs and trees that growbeside the stream and providing cover, and theshade that moderates stream temperatures. Alsoincluded are the living things the salmon eatfromthe stoneflies and other aquatic insects they eat aslarvae to the herring and sand lance they eat asadults. It also includes the organisms the prey feedon(dead plant materials (largely from thestreamside trees and shrubs) and zooplankton,respectively). Finally, it also includes the organismsthose depend on. (The plants depend ondetritivores to recycle minerals, and may depend onanimal pollinators and/or seed carriers, and on fungior bacteria to help them obtain certain minerals; thezooplankton need phytoplankton.) Thus, if weintend to conserve salmon populations, we mustalso conserve all the parts of the ecosystem inwhich they live.

Vocabulary: consequences

43

r---Primary

People are often thought of as somehowseparate from the surrounding wilds, but like allother living things, humans are a part of theearth's ecosystems. We need water, minerals,and air from our non-living surroundings. Weneed plants and algae to produce oxygen andmaintain the composition of our atmosphere.We also need these producers to make foodfor animals and ourselves. We also depend onplants to reduce soil erosion, moderate ourclimates, and maintain the water cycle. Wedepend upon nitrogen-fixing bacteria anddenitrifying bacteria to maintain the nitrogencycle. We need bacteria and fungi to breakdown waste materials and recycle the rawmaterials needed by plants. About 80% of thebiomass created by photosynthesis isultimately broken down by detritivoreswithoutthem, all that biomass (leaf litter, dead animals,fecal wastes, etc.) would just accumulate!Humans also need certain chemtalsproduced by bacteria, fungi, and otherorganisms as medicines. And we need manyof the materials made by plaits (and animals)for clothing, shelter, and machinery (forexample, wood, paper, cotton, silk, wool,rubber, certain oils). We also depend onpredators, parasites, and disease-causing

micro-organisms to keep populations of otherorganisms in check.

Clearly, we humans depend upon ournon-living surroundings and other living things.We are a part of the earth's ecosystems. Thus,changes in the earth's ecosystems affect us aswell as all other living things. Our worldwidepopulation of over 4 billion humans is causingchanges in most ecosystems of the world.Nearly every human activity affectsecosystems. Each change may have desirableor undesirable consequences. The importantthing to recognize is that every activity haspotential consequences. Even an activity thatseems only to affect insects, or fungi, theupper atmosphere, or ground water suppliescan have far-reaching consequences. Wemust be careful to ensure that the effects onthe earth's ecosystems of any given humanactivity (or the cumulative effects of severalactivities) will be effects that we wantand thatwe can, very literally, live with.

1

44

41

42

Primary s,

5ntroductory Activity.

Objectives:Students will team that in order to protect any kind ofwildlife, we must protect their non-living surroundingsand all the other living things they depend upon.

Materials:Lucs open area with grass or carpeting; referencematerials on wildlife (may be able to do without).

Procedure:Have the class nominate animals for the title "OurFavorite Animal,* then take a vote to choose one.Assign 2 or 3 students to represent the favoriteanimal. Have the class list the parts of the non-livingsurroundings that their favorite animal needsassignone student to represent each of the parts.

Have the class name the living things their favoriteanimal eats (write these on the board)assignstudents to represent each of these. Have studentslist 2 things eaten by each of these animals (againwrite on the board), and assign students to representthose. Have students list 2 or 3 living things that makethe oxygen needed by their favorite animal; writethese on the board and assign one student torepresent each one. Determine if there are otherliving things that help any of the living things so farlisted (don't forget pollinators, seed carriers, etc.). Listthese on the board, and assign students to representthem.

Now , choose one of the least popular living thingslisted (or have the class vote on their least favoriteanimalfrom those listed on the board.) Does the

class think it would matter if people did something thatcaused that unpopular Hying thing to die out? (Forexample, if humans spread a poison that killed thatorganism, or destroyed its habitat.)

Explain that they are going to play a game to find out.Have students stand (or squat) in a circle on the grassor carpeted area. They represent parts of anecosystembut they are not yet an ecosystem,because they are all standing alone. In order torepresent an ecosystem, they all must becomeinterdependent. Ask them to place their hands on theshoulders of the person next to them. Theneveryone should take a step toward the center of thecircle and take the hand of the person just beyond theperson next to them. (Hands should be graspedbehind the back of the person next to each student.)Then have everyone lean back, knees straight, andwalk their feet in toward the center. Then ask thestudent representing the unpopular living thing to letgo. What happens? Was their favorite animalaffected? Have the class discuss why we would needto protect all the living things listed on the board inorder to protect their favorite animal.

Have the class make bumper stickers that say: Helpsave (name of their favorite animal), Protect ( name oftheir least favorite living thing). Or have the classadopt the unpopular species. (Instead of adoptingwhales--adopt amphipods. Or instead of adoptinghawks--adopt voles) Students can make posters,write poems, paragraphs, or banners declaring theimportance of their unsung wildlife hero.

I

Help save the peregrine falcon,Protect Craneflies!

I1

45

Primary

WDoNeeds

Who

We want toconserve populationsof this ariimal.

Name

Circle all the living things that we'll need to conserve, ifwe want to protect the animal listed in the first column.

chickadee woodpecker fungi tree

wolf plants insects dell sheep certain bacteriaand fungi

43

weasel vole berry-producing plant fungi

harbor seal fish

y. 4 7= 71

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....,:_

', ..._ ..,....,1 4

"\ ''. .7. ''..

1 l' ''',...;"'..1,...... .....t2. ' 0 1 4.14 I 1 Ni. C.

tiny animals that live in the sea algae

46

44

ECOSYSTEMSAND PEOPLE

Primary

Name

Color in the human activities that affect ecosystems.

41111k 1 /Wilmlimwo;oi 011°.117/1

Building a house.

1111111M1:1

Fishing for salmon.

Driving

-41, 4;4,

Cutting down trees to get wood.cars, trucks, or snowmobiles.

Ill C O

reolipui g:Mal

Building

0

S

cities

up

a a do

,Mt-nia

Farmingr z

tt ( (

//ACO440

410410%SOhtt

11.111

Drilling for oilFactories

01., r`

V.r.04 /

making toys.

V/

A 4

4f

cActivity Ideas for Curriculum Integration

ART

Objectives: Students will review the parts of anecosystem and their interconnections by making a3-dimensional model of the ecosystem around them.

Materials: A wide variety of art materials, such asconstruction, butcher, and crepe paper, scissors, glue,staples, paint, masking tape, and clay.

Procedure: Review the concept of an ecosystem andthe variety of living and non-living things that occur inevery ecosystem. Then ask students to convert theclassroom, or a portion of the room into an ecosystem.Review the various kinds of art techniques studentshave used during the year and encourage them to becreative in thinking of ways to portray living andnon-living things. You may want to assign one groupeach to construct models of animals, plants, fungi,protists (seaweeeds, algae, and protozoans), andnon-living things. Or assign more specificgroups(birds, mammals, mushrooms, lichens, trees,flowering plants, etc.) to individual students.Challenge students to portray representatives of all theliving and non-living things in the ecosystem. Theycan observe or use references to find out the variety ofthings that occur. Encourage students to createmodels that portray the colors, textures, and size of thethings they portray.

To evaluate the model, choose individual animals andhelp the class determine whether the ecosystemincludes all the things they need to survive. Use thequestions given in the introductory activity for a guide.If not, have students add the missing items. Ifdesirable, you can have students show all theecosystem interconnections using lengths of string.

When the ecosystem is complete, your students caninvite another class in for a nature walk. Your studentscan be the naturalist/guides. Assign individualnaturalists to show and tell the visiting students aboutthe parts of the ecosystem (non-living environmentand living things), the producers and their importance,ecosystem food chains, and organisms that need eachother for other reasons.

45Primary

SCIENCE MATH / ART

Objectives: Students will recognize that humanactivities affact ecosystems by comparing areas withand without human disturbance.

Materials: Access to two outdoor sites-- oneundisturbed site, and one affected by humanactivities, (a playground, parking lot, or lawn isadequate, but you may want to choose a site that isaffected by an activity such as logging, mining, oragriculture), 11 x 17 drawing paper, pencils,crayons, clipboards or other drawing surface.

Procedure: Each student should be given a largesheet of drawing paper (11 x17). Have them fold thepaper in half to form two 81/2 x 11 sheets; label onehalf--A Wild Ecosystem--and the other side, TheEcosystem after People Changed It. Visit theundisturbed site first, and have students walkaround to look for animal sign and explore first.Then have them sit down and observe the area rightwhere they are sitting. Then ask them to draw apicture of the ecosystem they see on the half ofthair paper lableled A Wild Ecosystem. Guide themthrough the drawing by having them first draw andcolor the non-living environment. Encourage themto note the exact color of the sky, the air, the water,and the soil.

Then ask them to count the number of differentkinds of producers (plants and algae) that they see(record this number) then draw the producers intotheir picture. Then, have them look for animals ortheir sign (make sure they examine the ground fordroppings and insects, and plant leaves and stemsfor signs of browse and for insects). Count up thenumber of different kinds found, then havestudents draw these into their pictures. As a laststep, have them look for fungi, count the differentkinds, then add them to their drawings. Then, havethem turn their papers over and go to the disturbedsite and repeat the above steps.

When students have completed the two drawings,have them open up their folded papers to show theirtwo pictures side by side. Discuss the differences, ifany, in the color of the air, water, and soil at the twosites. Use the numbers that you recorded to havestudents make bar graphs of the numbers ofanimals, producers, and fungi found at each site.Have students compare what the bar graphs show towhat they show in their drawings. Then discuss thedifferences in the number and kinds of producers,animals, and fungi at the two sites.

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46

SOCIAL STUDIES

Objectives: Students will recognize that humanactions can harm ecosystems.

Procedure: (If you keep the information from theintroductory activity on the board, you can skip thesecond step of this activity--just draw lines to showthe interconnections of the various living andnon-living things listed).1. Have the class make a list of all the things that

people do around your area. Discuss how each ofthese activities might directly affect the non-livingenvironment (air, water, and soil), or living things(plants, animals, fungi, microscopic organisms)?Write the effects on the board next to the activity.(See the background section for examples).

2. Choose an animal that lives in your area, thenhave students list the living and non-living thingsneeded by this animal. (Does the animal drinkwater? Breathe the air? Does the animal breatheoxygen made by the plants? Which living thingsdoes it eat? Does it depend on other living things?List the different things it needs on the board anddraw lines to connect these to the animal. Then,have students figure out what each of the listedliving things needs. (Do the plants need soil?sunlight? water? pollinaters? seed carriers?decomposers to recycle minerals? What do each ofthe living things eat--do they depend on other livingthings?) List these and draw lines to showconnections.

3. Review the list of things people do that affectliving and non-living:things. How many of theactivities affect something that is connected to theanimal of concern by lines? These activities couldaffect populations of that animal. Students shouldrecognize that everything humans do can affectliving things. Discuss and compare the effects ofone person doing a certain activity, and 100, 1000,or 4 billion people doing that activity.

.. J

Objectives: Students will strengthen theirunderstanding that all the parts of an ecosystem areimportant, by comparing an ecosystem to asymphony.

Materials: Recordings of the sounds of a variety ofinstruments; a recording of an orchestra (or band) ofthose instruments playing a symphony (or modernmusic)

Procedure: Have children listen to examples of eachof the instruments being played individually. Then,ask them to listen to the symphony. Ask studentswhat instrument played the symphony? Do theyrealize it was made by many instruments playingtogether. Have the children listen again and ty topick out the different instruments that are combiningto play the symphony. Could any single instrumentmake the symphony music? How would thesymphony sound if some instruments wereremoved.

Have the class compare an ecosystem to anorchestra. How are they similar? (All the players(instruments / organisms) are a part of the whole(orchestra / ecosystem)--each does somethingdifferent, but all are important.) Does the beauty weperceive when looking at a forest, tundra, ocean, orwetland compare at all to the beautiful sounds of asymphony?

Divide the class into groups and assign each groupto figure out the sounds or motions made bynon-living things or certain living things in theecosystem around them. The grcup assigned tonon-living things might think of the sounds made bythe wind, water rushing, or thunder.) Assignother groups to represent plants, birds, mammals,fungi, protists, and monerans (or make up your owngroups). These groups can think of sounds ormotions that these organisms actually make, or justchoose certain sounds or insturments to representthem.

Write the names of the groups in a column on theboard. Explain that each group will sound off, orshow its motions when a line shows in their row.Write a "musical score," with short and long lines toshow when the various groups are to "play."Students can help--you may want the score torepresent a day (dawn, morning, afternoon, etc.; orthe seasons) Then, you, the conductor, keep timeso that all the groups know where on the score the"orchestra" is during their ecosystem symphony.(You can vary the "musical score" to demonstrate avariety of rhythms, or types of music.) I

49

I

47

A GUIDE TO THE FIVE KINGDOMS OF LIVING THINGSThe information below is provided as background information for teachers on the 5 major groups of living things--theircharacteristics and ecological roles. This 5 kingdom classification has replaced the older division of living thingsinto two kingdoms--plants and animals. See the poster that accompanies this packet for illustrations of representative

organisms. (Much of the information presented in this table was modified from "Biology," 4th ed., by Helena Curtis,Worth Publishers, New York.)

Kingdom MoneraThis kingdom includes the smallest and most primitive living things, bacteria and cyanobacteria (formerlly calledblue-green algae). All monerans are made up of only one cell. Some monerans live together in colonies (asfilaments for example) and thus may superficially appear to be multicellular organisms. These microscopic organismsare differentiated from all other living things by the lack of a cell nucleus. The genetic material of monerans floatsfreely in their cell fluids. They do not have mitochondria or chloroplasts. Most monerans absorb their foods(nutrients), but some are capable of photosynthesis. Most monerans reproduce asexually by fission or budding.Monerans are very important ecologically as decomposers; cyanobacteria are important producers. Manymonerans are symbionts with other living things. Certain bacteria live in the intestinal tracts of animals and helpdigest foods, or produce needed nutrients. Some bacteria live in or on the roots of plants and help them absorbnutrients from the soil. Some cyanobacteria and fungi form lichens. Some bacteria cause diseases in plants andanimals..

Kingdom ProtistaThis kingdom includes nearly all other single-celled organisms (including algae and protozoans), slime molds (whichhave many cell nuclei with in a single cell) and multicellular algae (the seaweeds or kelp). (Brown, green, red,golden -brown, and fire algae; diatoms and dinoflagellates belong to this kingdom). This kir.gdom includes onlyorganisms with a cell nucleus. Algae (both single celled and multicellular) are very important producers, particularlyin aquatic ecosystems. Some protozoans can do photosynthesis, while others are consumers; some protozoansobtain nutrients using photosynthesis and by consuming other living things. Protists move by use of flagella, cilia,or pseudopodia; some kindsdo not move from place to place.

Kingdom FungiThis kingdom includes organisms that have a cell nucleus. Most are made up of filaments of cells, but a fewaresingle-celled. It includes mildews, morels, truffles, mushrooms, toadstools, shelf fungi, yeasts and molds.Lichens are made up of a fungi living together with an algae or cyanobacteria. All fungi obtain food (nutrients) byabsorbing it. Many fungi are extremely important as decomposers. They give off certain enzymes that break downorganic material (dead organisms and waste materials), then absorb the nutrients broken down by their enzymes.Other fungi, particularly mushrooms are very important because of their symbiotic relationships with plants, ormycorrhizal: Mycorrhizal fungi live on or in the roots of plants and in exchange for nutrients from the plant root, theyhelp the plant absorb minerals from the soil. Other fungLare parasitic, on plants or animals (athlete's foot forexample). We often just see the reproductive part of fungi (for example, a mushroom); the main part, tinythread-like extensions called hyphae, extend inside and through the wood, soil, leaf litter, roots, or other material onwhich the fungi is growing. Fungi reproduce asexually by spores, and sexually.

Kingdom PlantaeThis kingdom includes mosses, liverworts, ferns, horsetails, conifers, and flowering plants. These organisms arecharacterized by having cells with nuclei and a cell wall; and the highly organized arrangement of their many cells.All are capable of photosynthesis, and most are green. All except the mosses and liverworts have leaves, roots,and stems and a system for transporting waver and organic materials among the many cells. Plants are extremelyimportant ecologically in their role as the major producers in terrestrial ecosystems. All plants live a stationary life.

Kingdom AnimaliaThis kingdom includes sponges, jellyfish, hydra, and anemones; flatworms; molluscs (snail- and clam-likeorganisms, chltons and octopi); segmented worms; other worms; arthropods (horseshoe crabs, spiders, crabsshrimp, centipedes; millipedes and Insects); bryophytes (ma: animals); starfish, sea urchins, and sea cucumbers;lamprey, sharks, rays, fish, amphibians, reptiles, birds, and mammals. These are all characterized by having cellnuclei, lacking a cell wall, and the highly organized arrangement of their many cells. All animals obtain energy andminerals by eating other living things; they are consumers. Most animals move around alot.

50

48 ALASKAN FOOD CHAIN Aril) FOOD WEB EXAMPLESSix food chain examples for forest, tundra, wetland and ocean are shown in bold letters. Make food webs by using theother foods of each living thing (listed in small letters below its name) to find other interconnections. Use with the activitiesin Lessons 1, 2, and 3 of this unit Use intonation provided on the back of the photo poster (from this and Alaska WildlifeWeek Units 1, 2, & 3--check your library). See the i984 unit for more background on wetland food webs.

PRODUCER HERBIVORE CARNIVORE 1 CARNIVORE 2 DETRITIVORE

:10i*ooro*.,Ittecf:ScOliiiitz::,..;:. :, 2* Marten :Mushrootris .,:::Viniiiariiitifooms '"'\ rveiikbliitegge enYdead plant.

'.. ;:'-)11.4.110"Vr °;" : Snowshoe Wit .. 1.19.1(7; Ys :,. ' Raven...s..,.. , :-:, - .. A31 '''' triiiiiie ...:: ' '.' dm' anirnal:

..- a' \' i'',.'irit*.*: ' ., .s.bliolied.VOlek:49(eil Fly, ...:.,.,;...s.' .:' :.: '''.'Itiiiiiii;tikti/oed: . . ',,,: ' any dead whirl

;;:tflibli., lit$Erei 's ''s.r.b:firGrostiaik '...-" 9 ii,' .'='- Bacteriax.., .,s'spre6iiind birch 'aids: :sigiliiiet'llipliCher,iroodpeduir any dead thing

":5::flreWeed. ''' :Mottr,'.'s- ,' > '- \\ ,-Alder;,Flycatcher Merrin' ",Beetle. , ..,., . .. , . . . , .... . -111es;beeliii- . pine grosbeak any cloth arimal

i': WitttiiEllOti: ." '8iiiiclieetfoti -'''stllOitrif WOOdpecker IheitFungus.. .. ..i.emf,. , s moth; benfeiss ,:,..-

, f s s -,:".x.,.. -,,. ' toy dePtf *ad, , - , , :

1. Lichen Caribou Brown Bear Bacteriaas willow s . e , : !ro :ras biu : . an dead thi

z

2. Dryas Dail Sheep Wolf Ravenwilow, sunflower, sedge caribou, marmot any dead animal

3. Willow Redpoll Arctic Fox Flieswillow sunflower - e si vole an dead animal dead animal

4. Grass Singing Vole Short-tailed Weasel Springtallsedge, sunflower, dryas redpoll any dead plant

5. Sunflower Butterfly Golden Plover Jaeger Bacteriablueberry, mountain evens flies, springtail, blueberry redpoll, vole any dead thing

6. Sedge Marmot Wolverine Mushroomgrass, sunflower fox, any dead animal any dead plant

7. Blueberry Willow Ptarmigan Golden Eagle Flywillow, sedge marmot, weasel, sheep (lamb only) any dead animal

. .. .. . . ..

1.%Alcitie. Water Stickleback . Common Loon Bacteria' .

. .: ... . . __ , .diiiidetants,firOtozeiris: -hit 1, ratifik_ . frog. ihydead thing2...Pondweed ...Pintail- Peregrine Falcon-

. , . elgiii, Creeds of seterk phaleiope . any ciead Orockier,Orotoioani

"3: Algae Midges. "'WoOd,Frog Sandhillerane Water Fleaalgae; dead plaits dues: mosquitos' stickleback, scidges any dead producer, rotifer

'AV:Sedges. 'Muskrat,' "Mink : - BacteriaOondweed , et ddeback; philarOpe any dead thing''

5:11111Ow.:Moose

Wolf:. '''... Filet:',Allow, Sedge: Musket, pintail, any dead anklet

6. Algae MOsquifo'Larvae. Red:Philatopc Parasitic Jaeger Protozoans. 'protozoans inkcide, *deities; kifer anyilead material, algae

. . . .

, v, .......

1. Green Algae Sea Urchin Sea Otter Tanner Crabkelp crab, sculpirt, sea star any dead anirrla

2. Kelp Snails Sea Star Flatfishgreen algae sea urchin, sea cucumber, shrimp any dead animal, snails, fish

g8

3. Diatom (algae) Amphlpod Sculpin Sea Anemone Shrimpother algae, kelp shrimp, sand lance sand lance, snails any dead material

4. Sea Grass Brant Bald Eagle Marine We ingreen algae herring, guillemot, any dead animal any dead plant, algae

5. Brown algae Copepods Sand Lance Pigeon Guillemot Sea Cucumberother algae, sea grass amphipod, ouphausids sculpin, herring any dead thing

6. Red algae Euphausids Herring Harbor Seal Gullother algae, diatoms copepods, sand lance sand lance, flatfish any dead animal

51

Reference ListThe following references were used in preparing this Alaska Wildlife Week Unit. These references areorganized to allow the reader to find further information about living things and ecology. References that will

be particularly useful to teachers are preceded by an asterisk.

ECOSYSTEMS AND ECOLOGY FOR ADULT READERS

*American Society of Zoologists. 1984. Science as a way ofknowing II- human ecology. Proccecfings of AnnualMeeting Dec. 1984 in Denver. 640pp.

Bolin, B. The Carbon Cycle. Sdentific American. Sept. ic)70.*Council on Environmental Quality. 1982. The global 20C.4

report to the President. Penguin Books, New York. 766pp.Delwiche, C. C 1970. The Nitrogen Cycle. Scientific American.

Sept.1970.Dubos, R. 1980. Wooing of earth. Charies Scribner's Sons,

New York, 1£33pp.Gilbert, L. E. and P. H. Raven. Coevolution of animals and

plants. Symposium V, First International Congress ofSystematic and Evolutionary Biology. Univ. of Texas

Press. Austin.Hutchison, G. Evelyn.1970 The Biosphere. Scientific

American Sept.1970.Margulis, L. 1971. Symbioses and evolution. Scientific

American. August 1971.Myers, N. 1979. The sinking ark. Pergamon Press, New York.

307pp.Ricklefs, R. E. 1973. Ecology. Chiron Press. Newton, Mass.

861 pp.Rosenbaum W.A. 1976. The politics of environmental concern.

Praeger Publ.,New York. 298pp.Segerberg, 0. 1971. Where have all the flowers, fishes, birds,

trees, water, and air gone. David McKay Company, Inc.,New York, 303pp.

Woodwell, G. M. The energy cycle of the biosphere. Scientific:::rerican. Sept. 1970.

Woodwell, 0. M. Toxic substances and ecological cycles.Scientific American. March 1967.

ECOSYSTEMS AND ECOLOGY BOOKS FOR YOUNGREADERS*British Museum of Natural History. 1982. Nature at Work.

Cambridge University Press.'Mitchell, A. 1982. The Young Naturalist. Usbome Publishing

Co. London, England. 32 pp.Nat. Audubon Soc. 1972. Ecosystems; Audubon aids. Nat.

Audubon Soc. New York. 18pp.

.7171 1

5,7--7- li ."'-- Il- -,

FIELD GUIDES FOR IDENTIFYING LIVING THINGS

Barr, L. and N. Barr. 1983. Under Alaskan seas. Ak. NorthwestPubl. Co., Anchorage, AK., 208pp.

Bland, J. 1971. Forests of Lilliput: the realm of mosses andlichens. Prentice-Hall, Inc., Englewood Cliffs, NewJersey. 210pp.

Burt, W.H. and R.P. Grossenheider. 1976. A field guide to themammals. Houghton Mifflin, Co., Boston. 289pp.

Brockman, C.F. 1968. Trees of North America. Golden Press,New York. 280pp.

Borror, D.J. and R.E. White. 1970. A field guide to the insects.Houghton Mffin, Co., Boston. 404pp.

Buckman, H.O. and N.C. Brady1969. The nature andproperties of soils. Maacmillan Co., New York. 653pp.

Crum, H. 1976. Mosses of the Great Lakes torest.Univ.Michigan Herbarlum,Ann Arbor. 404pp.

Dawson, E.Y. 1956. How to know the seaweeds. Wm. C. BrownCo. Publ., Dubuque, Iowa, 197pp.

Dahl, E. and H. Krog. 1973. Macrolichens. Scandinavian Univ.Books, Oslo, 185pp.

Hart, J. L.1973. Pacific Fishes of Canada. Fisheries ResearchBoard of Canada. Bulletin 180. 740 pp.

Hulten, E. 1968. Flora of Alaska and neighboring territories.Stanford Univ. Press, Stanford, 1009PP.

Kozioff, E.N. 1973. Seashore life of the northern Pacific coast.Univ. Washington Press, Seattle, 370pp.

Viereck, L.A. and E.L. Little. 1972. Alaska trees and shrubs.USDA, Forest Services, Washington, D.C., 265pp.

White, H. (ed.), 1974. The Alaska-Yukon wild flowers guide.AK. Northwest Publ. Co., Anchorage, 218pp.

Wertheim, A. 1984. The intertidal wilderness. Sierra ClubBooks, San Francisco, 156pp.

ACTIVITY IDEAS FOR OUTDOOR STUDY

*Gross, P. and E. P. Railton. 1972. Teaching Science in andOutdoor Environment. University of California Press.Berkeley. 187 pp.

Levenson, E. 1985. Te aching children about science.Prentice-Hall, Inc. Englewood Cliffs, New Jersey.

Western Regional Environmental Education CounciI.1983.Project WILD. Primary and Secondary Activity Guides.

MISCELLANEOUS

Burns, J.J. (ed.). 1984. Marine mammal species accounts. AK.Dept. Fish Game, Juneau.

*Curtis, H. 1983. Biology. Worth Publ. New York, 1159pp.Day, R.H. and D.H.S. 1982. Plastic ingestion by marine birds: a

global phenomenon. Paper presented at Pacific SeabirdMeeting, Dec. 1982.

Hanson, W. C. 1967. Cesium-137 in Alaskan lichens, caribou,and eskimos. Health Physics 13: 383.389.

52 BEST COPY AVAILABLE